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ERIC Number: EJ1057181
Record Type: Journal
Publication Date: 2011-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISSN: EISSN-1949-6427
The Study of Number Sense and Teaching Practice
Tsao, Yea-Ling; Lin, Yi-Chung
Journal of Case Studies in Education, v2 Jul 2011
The goal of this study was to investigate understanding of inservice elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students; and the profile of integrating number sense into mathematical instruction , and teaching practice. Data was gathered through interviews of two elementary mathematics teachers regarding their understanding about number sense followed by observations of the teachers instructing in their mathematics classes. The data included the categorization and comparison of these teachers' understanding and teaching practices. The conclusions are as follows: The common point shared by two teachers was that in the teaching of four fundamental operations of fraction, they tended to ask the students to repeat and memorize the four fundamental operations of arithmetic or the arithmetic rules of addition, subtraction, multiplication and division of fraction. It was only the instruction valuing instrumental knowledge and could not develop the students' number sense.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan